3 Specific Responses To Music

Awareness
1. To look or not look (looks towards source of sound)
2. To reach towards the music (reaches, turns body towards it, etc)
3. To turn attention towards music or turn away

Trust
1. To turn attention towards music or turn away
2. To chose how to explore instruments: hands (tactile) or mouth (orally)
3. The duration of instrument play

Independence
1. Babbles with melodic inflection & uses varied vowels and consonants when vocalizing
2. Uses hands to strike drumhead or tambourine
3. Transfers instrument from one hand to another

Control
1. Dance spontaneously to the music
2. Pounds and bangs instrument (ex: drum) loudly, often rapidly with fast internal rhythm / tempo
3. Imitates learned movement

Responsibility
1. Maintains a steady beat & can imitate simple rhythmic patterns
2. Recognizes and reproduces “loud” and “soft”
3. Can listen to play of others

• Awareness: turn toward familiar pitch, briefly grasp an instrument, change movement in response to silence in music.
• Trust: Anticipate the sounds of an instrument with repetition, move entire body rhythmically to music, recognizing a familiar song and showing pleasure.
• Independence: Using their whole hand to play an instrument, imitate movement patterns, recognize familiar music even with a different timbre.
• Control: Request a song using gestures or words, start and stop instrument in response to music, tolerate singing along with peers
• Responsibility: sing songs using functional language, alternate hands to play shaking instruments, respond when cued to make simple 1-3 step movements.

*Awareness – 1. Turn their head toward the familiar pitch, 2. Change position, 3. Make sounds when the music stops

*Trust – 1. Choose how to explore the instruments (put them into the mouth, play with hands or mallet) 2. Respond differently toward the familiar song (make eye contact, stop moving, turn toward the music). 3. Anticipate the song ends

*Independence – 1. Imitate movement 2. Make a choice of which instrument/toys they want to play with. 3. Decide where they want to be, either on the floor, on the couch, in front of the door, or in the center.

*Control – 1. Make musical choices (sing or not to sing) 2. Take turns with peers 3. Request a song by using gestures or words.

*Responsibility – 1. Follow directions in the song (stop/play/loud/soft/fast/slow) 2. Groups rhythm patterns into a sequence 3. Decide to sing, listen, or play.

Awareness: responding/behaving differently when hearing changes to a familiar melody, relaxing to a “Sedative” song and getting excited during a more playful/upbeat song, becoming upset or turning their head away from discordant pitches
Trust: intentionally vocalizing along to a song and starting to match pitches, repetitive and rhythmic (though not always synchronized) movements, exploring instruments by reaching out to touch, hold, mouth, kick them
Independence: find humor/fun in musical surprises like fermata and glissandos, using their hands to intentionally hit drums and shake shakers, engaging in music with their whole bodies, ie clapping, patting their laps, shaking their head
Control: prioritizing imitation of language/words over pitch/melody, dancing spontaneously/imitating dance moves of others, pounding and banging on instruments/surfaces
Responsibility: can understand and play structured rests within a familiar song, recognizing and reproducing “loud” vs “soft,” wanting to be “part of the group” and combining the skills of listening and playing

Awareness:
1. A child may turn their head toward the source of the music
2. A child may vocalize in response to singing
3. A child will alter their movement in response to the music stopping silence.
Trust
1. A child may make purposeful, pitched vocalizations in response to singing
2. A child will show pleasure when hearing a familiar song
3. A child will move their body parts to the internal rhythmic beat
Independence
1. A child will use a vocal glissando
2. A child will reach for/retrieve a musical instrument
3. A child will clap their hands
Control
1. A child will match specific pitches
2. A child will play with a variety of dynamic levels
3. A child will run in response to faster music
Responsibility
1. A child will sing familiar songs using melodic contour
2. A child will alternate hands when playing shaking instruments
3. A child will sing and move at the same time

Awareness level: 1: Turn of eye gaze or head towards sound source. 2. Crys or coos as a response to certain timbres within their environment. 3. regulate to familiar timbres/melodies

Trust level: 1. join in musical play through synchronizing of musical behaviors (playing drum at the same time with the therapist/caregiver). 2. Singing familiar melody but within different keys. 3. Understanding or anticipating cues and melodic contour within the music.

Independence level: 1. Child can feel internal pulse of the music and synchronize with the rhythm. 2. Child independently makes own rhythm on the drum when prompted. 3.Child will clap hands upon hearing music.

Control level: 1. Child makes musical choice when prompted by the therapist. 2. Child stops moving when the music stops. 3. Adjust dynamic level of music in response to dynamic changes in the therapist’s music

Responsibility level: 1. Child voluntarily shares instrument with another child in the group. 2. Child emulates other child’s rhythm on the drum. 3. Child voluntarily joins in singing with group.

Awareness:
1. turn eye gaze towards music 2. reach for a shaker that the parent is playing 3. look away from the music being played

Trust:
1. put a shaker or instrument in their mouth to explore, move to the music (not necessarily in time), babble or “sing” melodies during the music.

Independence:
1. may use both hands to play a tambourine or drum in front of them, babble or “sing” with more inflection to the music 3. a child may smile or laugh when hearing a familiar song

Control:
1. may imitate words in a familiar song 2. pound on a drum with hands to the music 3. Sing really loud or quiet

Responsibility:
1. imitate the rhythm of a familiar song 3. intentionally use dynamics in a song 3. listen to a peer or other play their instrument

3 responses:
Awareness – to look toward the source of sound or to look away, to attend or to not attend, to reach toward music.
Trust – to explore musical instruments, to pay or not to pay attention to music, and to choose how long to play the instrument.
Independence – to choose what instrument to play, how long to play, and what hand to use.
Control – to sing or not to sing, what instrument to play, to choose tempo and dynamics.
Responsibility – to choose how to interact with music – sing, listen, or play; follow rhythmic or dynamic directions; to use one, both or alternate hands.

Awareness – vocalize within pitch structure in response to singing; calm to familiar melodies; turn eye gaze toward source of sound

Trust – use hand to grasp instrument for short periods of time; reach out to touch instruments; laugh out loud in pleasure response to music

Independence – move whole body rhythmically; clap hands; bang two objects together

Control- sing two words in phrases using pitched intervals; use gestures or words to request a favorite song; turn a rain stick up and down

Responsibility – sing familiar songs using melodic contour; purposefully alter melodic contour; sing three-note phrases

Awareness: alter movements in response to a singing voice, turn eye gaze toward source of sound, move entire body
Trust: vocalize in tonality of song, reach out to touch instruments, move entire body rhythmically in response to music
Independence: babble using melodic intonation, grasp maracas or jingle bells and shake, clap hands
Control: use gesture or words to request a favorite song, turn a rainstick upside down, watch others as they make music
Responsibility: sing stepwise intervals, use individual fingers of dominant hand to play keyboard, hop on one foot

Awareness: Turning head to look at source of music, Facial affect changes, Reaching hand out towards source of music.

Trust: Can locate sounds at a distance, Respond to music with repetitive movement, Matches pitches half the time

Independence: often and able to sing descending major seconds, sing a glissando, Isolates body parts to move rhythmically

Control: make choices, follows melodic contour of familiar song, Dances spontaneously to music, Imitates words of songs before pitch and rhythm

Responsibility: maintain a steady beat, Recognize and reproduce loud and soft sounds, Can sing in major and minor keys
Identify low pitches easier than higher pitches

Awareness: 1) To look or not look at the source of music. 2) To reach toward source of music. 3) Turning toward or away from music or facial affect changes.

Trust: 1) Choose how to explore instruments 2) To choose how long to play with the instruments 3) Recognizing/anticipating familiar song tempo and key

Independence: 1) Uses repeated sounds 2) Babbles with melodic inflection 3) Uses whole body rhythmically

Control: 1) Dances spontaneously to music 2) Uses multiple repetitions of familiar words and phrases 3) Engages in standard songs and spontaneous singing.

Responsibility: 1) Maintains a steady beat 2) Can shout and whisper 3) Imitates simple rhythm patterns

Awareness: Looking towards music, reaching towards music, turn toward/away from music.

Trust: Purposeful&Pitched vocalizations, Recognition of familiar melodies, responds to music&movements

Independence: Enjoys musical surprises (fermata, crescendo, silence), Isolates body parts to move rhythmically, uses varying vowels&consonants when vocalizing

Control: Spontaneous dancing and singing, Initiates learned movements to music, likes to pound and bang

Responsibility: Maintains play of instrument within a group, can shout and whisper, Increases ability to match pitch center

Awareness: Look toward music source, calm to familiar/soothing melodies, change in facial affect

Trust: Repetitive movements in response to music, creates spontaneous melodies, displays rhythmic movement

Independence: Vocalizes in response to music, uses whole body rhythmically, grasps and shakes instruments

Control: Dances spontaneously to music, uses varied dynamics in voice, imitates movements to music

Responsibility: Uses melodic contour, maintains a steady beat, repeats rhythm patterns

Awareness: Reach towards the music, to look or not look, instinctual rhythmic movements
Trust: Purposeful pitches vocalizations, explores instruments with hand/mouth, repeated movements
Independence: grasp and shake instruments, duration of instrument play, babbles with melodic inflection
Control: uses varied vocal dynamics, sings intervals, dances spontaneously
Responsibility: maintain a steady beat, chooses to sing or listen, controls dynamics to match music